Scratch is a programming environment that makes it easy to create interactive media, such as games, stories, and simulations â and share those creations online. With an extensive online community of over 730,000 registered members and over 250,000 unique contributors to the vast online resource of projects to share and explore, Scratch, and its online community, is continuing to grow and thrive as programming and designing become more social.
Simultaneously, Scratch is also increasing the amount of exposure younger children have to programming. How can this increased exposure to Scratch lead to improvements in learning of core computing concepts?
This presentation will provide a general overview of Scratch; present some examples of Scratch projects; explore some of the core computing concepts; and discuss some of his findings from his research with the Institute for Learning Technologies at Teachers College, Columbia University on using Scratch to develop particular Computational Thinking Concept skills among young learners (elementary and middle school students). He will also share some insights into his newest project related to developing reading and writing skills with computer code with Scratch, called Code Literacy.
About Cameron L. Fadjo:
Cameron L. Fadjo is a PhD student in Cognitive Studies in Education and a Research Associate with the Institute for Learning Technologies, both at Teachers College, Columbia University. He holds two masterâs degrees, one in Instructional Technology and Media and the other in Educational Psychology: Cognitive, Behavioral, and Developmental Analysis, from Teachers College, Columbia University and a B.M. in Music Synthesis from Berklee College of Music. He is currently the Project Leader of the iWorld (Imaginary World) project which examines the use of grounded embodied cognition and Imaginary World Construction to teach abstract mathematical and computational concepts and the DM-S3 (Direct Manipulation of Stories, Systems, and Symbols) project which examines how gestural interfaces can be used to improve understanding of novel terminology and complex systems. His research interests include action, perception, and imagery, in particular grounded embodied cognition, gestures and Imaginary Worlds, and their implementation through technology to improve learning, memory, and understanding of abstract concepts and/or complex systems.